SOCW 7305, Section 17633, Fall 2017 Page 1

uh.edu/socialwork

COURSE TITLE/SECTION: SOCW 7305 (17633) Evaluation of Practice TIME: Tuesdays 8:30-11:15 Room SOCW 231 FACULTY: Micki Washburn, PhD, LPC-S, LMSW E-Mail: mewashbu@central.uh.edu OFFICE HOURS: Tuesday 11:30-1p and by appointment Phone: 713-743-0319

I. Course A. Catalog Description Quantitative and qualitative methods to analyze clinical, administrative, program, and policy data for practice evaluation.

B. Purpose

This advanced research course prepares students to conduct practice evaluation in micro, mezzo, and macro settings. It focuses on formulating evidence-based questions on practice evaluation, selecting appropriate designs and measurements, and reporting results with descriptive statistics and qualitative data analysis.

II. Course Objectives Upon completion of this module, students will be able to: 1. Explain how practice evaluation is an integral part of social work practice; 2. Develop measurable goals for practice evaluation with individuals, groups, organizations and communities; 3. Formulate research questions for evaluating practice within the context of appropriate conceptual and theoretical frameworks; 4. Describe and utilize a variety of research designs and methods (pre-post comparisons, process and outcome evaluations) that test effectiveness of services and programs; 5. Select appropriate measures or tools to evaluate practice in a variety of practice settings; 6. Design an evaluation study to support accountability in social work practice; 7. Use appropriate statistics and qualitative methods to analyze practice outcomes; 8. Examine, produce, and critique evidence-based and other research reports and make recommendations to improve practice effectiveness; 9. Demonstrate awareness of research and practice ethics that takes into account diversity and differences including, but not limited to, gender, age,

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class, race/ethnicity, SOGIE and culture.

III. Course Content This course will include the following topical (content) areas: 1. Evidence-Based Practice Process

2. Ethical Issues in Program Evaluation

3. Needs Assessments

4. Qualitative Methods in Program Evaluation

5. Mixed Methods in Program Evaluation

6. Client Satisfaction Surveys and Survey Methods

7. Sampling Methods for Program Evaluation

8. Formative and Process Evaluation

9. Group Design for Program Evaluation

10. Selecting and Developing Measurement Instruments for Program Evaluation

11. Single System Design

12. Measurement Considerations for Single System Design

13. Cost-Effectiveness and Cost-Benefit Analysis

14. Data Analysis and Report Writing for Program Evaluation

15. Pragmatic and Political Issues in Program Evaluation

IV. Course Structure

A variety of teaching methods will be used during the course of the semester, including lecture, class discussion, guest lecture, and group/class activities. This course will require active participation and interaction, with the goal of stimulating critical thinking, in-depth understanding of the material, and an appreciation of the use of research methodology and tools to evaluate social work practice.

The Blackboard site is the intellectual property of the Module instructors. Its contents include all class notes, power point slides, summary notes from secondary sources, quiz materials, etc. Other materials retrieved electronically and included on this web site are used solely for educational purposes and remain the property of the original source, including government entity and other publication copyright. The module materials at the Blackboard site are for the exclusive use of students registering for this module section. The contents are not to be duplicated, sold or otherwise distributed without the expressed written consent of the module instructor.

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V. Textbooks Required Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Program evaluation: An

introduction to an evidence-based approach. (6th ed.) Boston, MA: Cengage Learning.

Thyer, B. A. & Myers, L.L. (2007). A social worker’s guide to evaluating practice

outcomes. Washington, DC: Council on Social Work Education. Rubin, A. & Bellamy, J. (2012). Practitioner’s guide to using research for evidence-based practice (2nd ed). Hobokin, NJ: John Wiley & Sons. (You

should have this from last year, advanced standing students should purchase/rent/borrow).

Recommended American Psychological Association (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC; Author. Cheung, M. & Leung, P. (2008). Multicultural practice and evaluation: A case approach to evidence-based practice. Denver, CO: Love Publishing Company.

VI. Course Requirements

A. Reading Assignments Specific reading assignments can be found on the class schedule. The majority of readings will come from the required text, but additional required readings will also be posted on Blackboard. Assigned readings are due before class meets on the day that they are listed on the syllabus. B. Weekly Quizzes/Pre-class assignments (10 points) Given the experiential nature of this course, completion of the required readings before class is essential to maximize student participation and learning. To encourage these readings, there will be a multiple choice/true/false/matching type quiz or pre-class assignment each worth 1 point. These are designed to assess whether the students read and recall the main points of the assigned readings for that session. Each quiz/assignment (except for quiz #1 which will be given in class) will be completed on blackboard and due Monday night by 11:59pm. No late quizzes will be accepted as you have an entire week to complete them. Quizzes are to be completed individually and please do not share the content of the quizzes or their answers with your colleagues – because they may get different questions than you.

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C. Implicit Bias Assignment (10 points) You will complete 4 online implicit bias assessments and then answer a series of questions about the results of your assessment. Complete instructions for this assignment are on Blackboard D. Written Critiques of Single-System Design Articles ( 25 points) You are to provide a written critique of two single-system design articles that will be provided on the Blackboard website. This critique should be approximately one to two pages typed. A list of questions will be provided in class and on Blackboard to guide your critique for each assignment. Please submit via blackboard through “Turnitin” and bring a hard copy to class on the day that it is due. Critique #1 is worth 10 points, Critique #2 is worth 15 points. E. Midterm and Final Exam (55 points) There will be two exams covering the reading material and course content. Exams will test students’ ability to recall, understand, apply, analyze and synthesize course content. For this reason, exams will include a combination of multiple choice and essay questions. The “in class” portion of the exam will be multiple choice, matching, fill in the blank, short answer etc. There will also be a “take home” portion of the exam where students are expected to formulate responses to essay questions. Students are encouraged to read course materials with the goal of achieving understanding, an ability to integrate course material and apply it to real-world situations. Please submit the take home exams online via “Turnitin” and bring a hard copy to class the day it is due. If you wish to turn it in early, you can slide it under the door in my office and email me that you have done so. The midterm will count for 25 points (in class = 15 points, take home = 10 points), and the final will count for 30 points (in class = 15 points, take home = 15 points). F. Class Participation – It’s expected. Graduate school prepares one to be a professional social worker. Thus, students are expected to act professionally. Part of this professionalism is the responsibility for class attendance and thoughtful, active and considerate participation in class activities. This includes participating in class/group discussions and exercises, arriving to class on time having completed the required readings prior to class, not working on other course work while in class, not texting/emailing, IMing other students, not checking social media sites etc. Attendance and active participation is not only expected, but necessary for you to be successful in class. Should you have an emergency where you need to miss a class, the instructor must be notified via email at least 24 hours in advance if possible. Anyone missing 2 or more classes will be referred to the MSW program academic advisor/student affairs for a student success plan. G. Student Confidentiality Confidentiality is a necessity. We seek to create a safe environment that

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encourages the thoughtful exchange of ideas in a respectful and professional manner. Students might volunteer to share personal information during class discussions or demonstrations. This is an important part of the learning experience and the student’s right to privacy must be respected by all. Being actively involved in the class sessions and small group activities entails some level of personal self-disclosure. Because of the nature of the vulnerability, trust, and openness needed to learn about how to be an effective social worker, it is extremely important that confidentiality be maintained. Revealing personal information about others outside of the classroom is a breach of confidentiality. If you wish to share with others outside of the classroom, please reveal only your own reactions and understanding and avoid using names or identifying features of your classmates. Please do not reveal any personal information about your peers including past traumas, medical or mental health conditions, sexual orientation and/or gender identity, legal residency status etc. The same guidelines are to be followed when sharing about clients that you may have worked with. It is expected that anyone who participates in this course will have her/his/their confidentiality respected. Due to the diversity of our program and the uniqueness of each individual, there may be topics on which you may disagree with your instructors or other students. Your instructor strives to present you with the most up to date evidence-based information concerning effective social work interventions and evaluation with vulnerable communities. However, not everyone in this class will have the same viewpoints based on her/his/their own unique upbringing and personal experiences. Please make sure that we show courtesy to each other “Everyone has the right to be treated with respect, to be treated fairly, to be free from verbal attacks, and to be free from judgment for their attitudes or beliefs. Students are encouraged to engage in critical thinking and to disagree tactfully while maintaining a supportive, rather than defensive or even hostile environment. Listen carefully to what other students are saying, attempt to understand their standpoint/viewpoint, ask questions of clarification and respectfully share your divergent opinions”. Any personal attacks, use of derogatory language or other inappropriate classroom conduct and/or social media commentary will not be tolerated and may serve as ground for dismissal from the class. Please refer to the GCSW Code of Student Conduct for more information or guidance on this topic. Please also see NASW code of ethics on Blackboard for more information concerning appropriate conduct for social workers. {Quote from Rozema (2013,p.5), in Where do you stand? Assessing students values and beliefs} H. Electronic Devices: Please do not video or audio tape any lectures, discussions, or demonstrations. Recording parts of class sessions would pose problems with respect to confidentiality and privacy. Please make sure to turn all cell phone and electronic devices to silent before

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entering the classroom. If you use laptops/tablets to take notes or to view the power points, please make sure that you are using them for their intended purpose – note taking, rather than watching videos, online shopping or using any type of social media. Failure to use tablets/computers/phones for their intended purposes may lead to your instructors not allowing them to be used by you, or your classmates. Don’t ruin it for everyone. We may be using “Poll Everywhere” as a learning and discussion tool this semester. Please download the “Poll Everywhere” app on your tablet, laptop or smartphone and have it available to use in class each week. To access in class polls, please type in www.pollev.com/mickiwashburn as the presentation that you want to join after the prompt. On the day exams are given, laptops, tablets, cell phones or “smart” phones of any kind are not allowed during the time an exam is given. If a student is observed using an electronic device during an exam, the student will be asked to leave the exam and will receive a score of zero.

I. Communication

Effective communication between students and instructors is key to your success in this class. It is strongly recommended that students stay in communication with the instructor about any difficulties she/he/they may be experiencing in the course. Students are expected to check UH email and Blackboard daily, as this is the way in which the instructors will communicate any changes or updated information to the class. You may also stop by my office (SOCW 315) during office hours to discuss any class related issues, or set up an appointment in advance via email.

J. Extra Credit Opportunities

There are a number of opportunities for earning extra credit in this class to encourage additional learning activities outside the classroom. Students will not be able to earn more than 10 points for extra credit in this class. All extra credit assignments must be typed, no hand written assignments will be accepted. Completion of the assignment does not guarantee that you will receive all points for that assignment, points will be awarded based on the quality of work submitted.

10 Points assignment – Present a poster at the annual GCSW Research Conference. Details of this option can be found on Blackboard. If you choose to complete this option, you will be required to attend an information session after class on October 24th.

5 Points assignments - You may select to complete one of the three options “a – logic model training” and/or “b – field agency interview” and/or “c – SAMMIE web course” for a maximum of 5 points possible for extra credit assignments. Please see Blackboard for the specific instructions for each option.

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1 and 2 point assignments – There will be multiple opportunities during the course of the semester to attend a presentation by a guest speaker/visiting scholar/researcher at UH or the GCSW. Your instructor will notify you about these additional extra credit opportunities as they arise. As a part of this assignment you will be asked to turn in a summary of the topic(s) covered, its relevance to research and/or evaluation and how it is related to social work advocacy, practice or policy.

The extra credit assignment(s) must be turned in by the last day of class to receive credit, no exceptions (due: November 27th, 2017 at 11:59 p.m. or before). This is before you take the final exam, so if you think you may need extra credit, complete it early. No extra credit will be awarded after November 27th. It is preferred that you bring hard copies of your extra credit documentation to class. However you may also make a pdf of the documentation and email it directly to Dr. Washburn. Detailed descriptions of each assignment are on Blackboard

VII. Evaluation and Grading Final grades will be based upon quizzes, exams, article critiques, class attendance & contributions while in class. Any assignment turned in late will receive a 10% grade reduction for each day that it is late. Students who receive below an 80 on any assignment will be required to meet with the instructor within two weeks of the assignment being graded and returned to the student. The following standard grading scale has been adopted for all courses taught in the Graduate College of Social Work:

A = 96-100% of the points C+ = 76-79.9% A- = 92-95.9% C = 72-75.9% B+= 88-91.9% C- = 68-71.9% B = 84-87.9% D = 64-67.9% B- = 80-83.9% F = Below 64%

VIII. Policy on grades of I (Incomplete): The grade of "I" (Incomplete) is a conditional and temporary grade given when students are either (a) passing a course or (b) still have a reasonable chance of passing in the judgment of the instructor but, for non-academic reasons beyond their control have not completed a relatively small part of all requirements. Students are responsible for informing the instructor immediately of the reasons for not submitting an assignment on time or not taking an examination. Students must contact the instructor of the course in which they receive an “I” grade to make arrangements to complete the course requirements. Students should be instructed not to re-register for the same course in a following

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semester in order to complete the incomplete requirements.

The grade of "I" must be changed by fulfillment of course requirements within one year of the date awarded or it will be changed automatically to an "F" (or to a "U" [Unsatisfactory] in S/U graded courses). The instructor may require a time period of less than one year to fulfill course requirements, and the grade may be changed by the instructor at any time to reflect work completed in the course. The grade of "I" may not be changed to a grade of W.

IX. Policy on academic dishonesty and plagiarism Please click the link below for the full explanation of the Academic Honesty policy and procedure Policy: http://www.uh.edu/provost/policies/honesty/_documents-honesty/academic-honesty-policy.pdf Definitions: “Academic dishonesty” means employing a method or technique or engaging in conduct in an academic endeavor that contravenes the standards of ethical integrity expected at the University of Houston or by a course instructor to fulfill any and all academic requirements. Academic dishonesty includes but is not limited to, the following: Plagiarism a. Representing as one’s own work the work of another without acknowledging the source (plagiarism). Plagiarism includes copying verbatim text from the literature, whether printed or electronic, in all assignments including field. Cheating and Unauthorized Group Work b. Openly cheating in an examination, as copying from another’s paper; c. Being able to view during an examination, quiz or any in-class assignment an electronic device that allows communication with another person, access to unauthorized material, access to the internet, or the ability to capture an image, unless expressly permitted by the instructor; d. Using and/or possessing “crib notes,” as unauthorized use of notes or the like to aid in answering questions during an examination; e. Giving or receiving unauthorized aid during an examination, such as trading examinations, whispering answers, and passing notes, and using electronic devices to transmit or receive information; f. Securing another to take a test in the student’s place. Both the student taking the test for another and the student registered in the course are at fault; Fabrication, Falsification, and Misrepresentation

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g. Changing answers or grades on a test that has been returned to a student in an attempt to claim instructor error; h. Using another’s laboratory results as one’s own, whether with or without the permission of the owner; i. Falsifying results in laboratory experiments; j. Misrepresenting academic records or achievements as they pertain to course prerequisites or corequisites for the purpose of enrolling or remaining in a course for which one is not eligible; k. Representing oneself as a person who has earned a degree without having earned that particular degree Stealing and Abuse of Academic Materials l. Stealing, as theft of tests or grade books, from faculty offices or elsewhere, or knowingly using stolen tests or materials in satisfaction of exams, papers, or other assignments; this includes the removal of items posted for use by the students; m. Mutilating or stealing library materimaterials; misshelving materials with the intent to reduce accessibility to other students; Complicity in Academic Dishonesty n. Failing to report to the instructor or departmental hearing officer an incident which the student believes to be a violation of the academic honesty policy; Academic Misconduct o. Any other conduct which a reasonable person in the same or similar circumstances would recognize as dishonest or improper in an academic setting. Process: Students shall have the responsibility of reporting incidents of alleged academic dishonesty to the instructor of record involved or to the appropriate authority if the alleged act is not associated with a specific class within 5 class days of the incident. Faculty or instructor of record shall have the responsibility of reporting incidents of alleged academic dishonesty through their college hearing officer within 5 class days of the incident. The faculty should include the recommended sanction in the report. The college hearing officer will notify the student of the report and recommended sanction. The student can accept the sanction and waive a hearing or request a college hearing. A hearing shall be set within 10 days and would be consist of two faculty and three students chosen by the hearing officer.

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All presentations, papers and written assignments must be fully and properly referenced using APA style format (or as approved by the instructor), with credit given to the authors whose ideas you have used. If you are using direct quotes from a specific author (or authors), you must set the quote in quotation marks or use an indented quotation form. For all direct quotes, you must include the page number(s) in your text or references. Any time that you use more than four or five consecutive words taken from another author, you must clearly indicate that this is a direct quotation. Please consult the current APA manual for further information. A great resource for how to cite and how to follow APA style can be found at https://owl.english.purdue.edu/owl/resource/560/01/

APA Sample Paper: https://owl.english.purdue.edu/owl/resource/560/18/ APA In-Text Citations: https://owl.english.purdue.edu/owl/resource/560/02/ Online Course on the Basics of APA Style: http://www.apastyle.org/learn/courses/index.aspx

X. Course Schedule and Reading Assignments Please see course schedule and reading assignments at the end of this document

XI. Americans with Disabilities Statement The University of Houston System complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability. In accordance with Section 504 and ADA guidelines, each University within the System strives to provide reasonable academic adjustments/auxiliary aids to students who request and require them. If you believe that you have a disability requiring an academic adjustments/auxiliary aid, please contact the UH Center for Disabilities at 713-743-5400. Link: http://www.uh.edu/csd/ If you need to request an accommodation from your instructor due to a documented disability, please present her with the appropriate documentation as soon as possible. Accommodations go into effect on the day the documentation is given to the instructor, and these accommodations are not retroactive.

XII. Addenda I check email frequently, and this is the best way to get in touch with your instructor regarding any questions you may have. Please email at the email address above directly rather than on Blackboard email. Leaving messages on the instructor’s voicemail is not recommended. In addition the instructor reserves the right (and flexibility) to alter the Course Outline or schedule in order to better accommodate learning goals and time constraints. Student flexibility for

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any necessary agenda shifts is appreciated XIII. Counseling and Psychological Services/Self Care Often in social work, the content of class readings and/or class discussions can be emotionally triggering, especially when exploring issues such as identity, ability, religion, sexuality, trauma, mental health, poverty, sexism, racism, homophobia/transphobia etc. Being able to tolerate exploration of these issues is essential to competence as a social work professional, and it is recommended that you consistently engaging in self-care. The importance of self-care for social work professionals cannot be emphasized enough. Please take steps to make sure that you are taking care of your physical and emotional health throughout the course of the semester. If you feel as if you are overwhelmed in class, feel free to “take a break” and excuse yourself form the discussion or from the classroom if necessary. Counseling and Psychological Services (CAPS) can help students who are having difficulties managing stress, adjusting to college, or feeling sad and hopeless. You can reach CAPS (www.uh.edu/caps) by calling 713-743-5454 during and after business hours for routine appointments or if you or someone you know is in crisis. Also, there is no appointment necessary for the “Let's Talk” program, which is a drop-in consultation service at convenient locations and hours around campus. http://www.uh.edu/caps/outreach/lets_talk.html. XIV. Bibliography – Resources and Additional Readings for Research and Evaluation If you are in need of extra resources for evaluating practice outcomes, please ask your instructor for a list of resources/publications in your area of interest. 1) APA Online Guide to Accessing and Using Psychological Assessment Instruments http://www.apa.org/science/faq-findtests.html. This website provides general guidance of how to locate and stay abreast of most current published and unpublished psychological tests and measures. 2) Alcohol & Drug Abuse Institute - Screening & Assessment Database http://lib.adai.washington.edu/instruments/ This database is intended to help clinicians and researchers find instruments used for screening and assessment of substance use and substance use disorders. Some instruments are in the public domain and can be freely downloaded from the web; others can only be obtained from the copyright holder. Provides a searchable engine, a brief description of each scale and its intended use, provide a general description of its psychometric properties and references articles that support this description, cost, who it is normed on, length of time required to administer the scale, and who to contact to obtain copies. 3) Buros Institute of Mental Measurements http://www.unl.edu/buros The Buros Institute of Mental Measurements provides a searchable database of a wide collection of standardized assessment measures. Information is provided regarding where to obtain the measure, but there is a fee to access the review of each measures psychometric and clinical utility. University libraries often provide free access, and perhaps some public libraries. This site can be a useful

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first step in getting a sense of what measurement instruments are available related to different assessment topics . 4) Health and Psychosocial Instruments: http://www.ovid.com/site/catalog/DataBase/866.jsp Health and Psychosocial Instruments features material on unpublished information-gathering tools for clinicians that are discussed in journal articles, such as questionnaires, interview schedules, tests, checklists, rating and other scales, coding schemes, and projective techniques. The database contains several categories of content -- citations to actual test documents that copyright holders authorize BMDS to make available; bibliographic citations to journal articles which contain information about specific test instruments; and a catalog of commercial test publishers and their available instruments. In addition to medical measurement instruments, HaPI presents tests used in medically related disciplines including psychology, social work, occupational therapy, physical therapy, and speech & hearing therapy. 5) Psychological Measures for Asian American Populations http://www.columbia.edu/cu/ssw/projects/pmap/ Dr. Marianne Yoshioka developed this site as a resource for practitioners and researchers working with Asian and Pacific Islander populations. 6) Tests or Measures in the Social Sciences http://libraries.uta.edu/helen/Test&Meas/testmainframe.htm The Tests and Measures in the Social Sciences pages are provided for information purposes only. Due to US copyright laws and my professional position, the site is unable to provide copies of these instruments. To obtain any of these resources, you can: 1. Check the library closest to you to determine if it has the source volume; 2. Contact YOUR library Interlibrary Loan department or other services available at your institution Review "Obtaining for academic purposes." when using these materials in research. Compiled by Helen Hough, Health Sciences Librarian 7) University of Miami College of Psychology http://www.psy.miami.edu/faculty/ccarver/CCscales.html All of these self-report scales are available here for use in research and teaching applications. Some are translated into Spanish. All are available without charge and without any need for permission. Download or print them from the linked pages. 8) American Academy of Child and Adolescent Psychiatry http://www.aacap.org/cs/root/member_information/practice_information/practice_parameters/practice_parameters The AACAP has published over 25 Practice Parameters. The Parameters are published as Official Actions of the AACAP in the Journal of the American Academy of Child and Adolescent Psychiatry. Summaries and full text parameters are available. The AACAP Practice Parameters are designed to assist clinicians in providing high quality assessment and treatment that is consistent with the best available scientific evidence and clinical consensus.

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9) Psychology Department at Muhlenberg http://www.muhlenberg.edu/depts/psychology/Measures.html. This is an eclectic collection of standardized measures informed by resources psychology faculty and students have found. Several links are provided so that actual measures can be viewed.

10) National Center for PTSD - Department of Veteran Affairs http://www.ncptsd.va.gov/ncmain/assessment/ The National Center for PTSD provides information on many assessment instruments used to measure trauma exposure and PTSD. 11) WALMYR Scales website http://www.walmyr.com/index.html Provides access to brief standardized assessment tools that can be used for assessment and the monitoring of practice outcomes. Information regarding the psychometric background of the available tests is provided, and links are available to view a sample of many of the scales. 12) Books for Locating Standardized Measures:

Corcoran K & Fischer J. (2007). Measures for clinical practice: A sourcebook. 4th Ed. (2 vols). New York: Free Press.

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DATE TOPICS AND READINGS

Week 1 August 22

Introductions; Overview of Course; Accountability & Evidence-Based Practice Thyer & Myers Chapter 1 QUIZ #1 - Baseline knowledge of Practice Evaluation

Week 2 August 29

What is Practice Evaluation? Ethical Issues A Framework for Evaluating your Practice Royse et al. Chapters 1 & 2 QUIZ #2 (on above readings)

Week 3 September 5

Diversity & Culturally Responsive Evaluation READ ARTICLES FOR THIS CLASS SESSION AND PREPARE A LIST OF YOUR RESPONSES TO THE QUESTIONS on BLACKBOARD WHICH WILL BE DISCUSSED IN CLASS (Counts as Quiz #3 grade) Readings AEA Cultural Competence Statement NASW Article – Historical Trauma Cross Cultural Guide to Program Evaluation Culturally Competent Evaluations in Child Welfare (recommended not required) Articles For Class Discussion Questions Calamaro (2008). Culture Competence in Research: Research Design and Subject Recruitment.(BB) Cowles (2005). Ten Strategies for Enhancing Multicultural Competency in Evaluation.(BB) Moradi et al (2009). Counseling Psychology Research on Sexual Minority Issues: Conceptual and Methodological Challenges and Opportunities (BB) George et al. (2014) A Systematic Review of Barriers and Facilitators to Minority Research Participation Among African Americans, Latinos, Asian Americans, and Pacific Islanders (BB)

Week 4 September 12

Needs Assessment & Qualitative/Mixed Methods Royse et al. Ch. 3 & 4 Soriano (BB) QUIZ #4

Week 5 September 19

Formative & Process Evaluation Royse et al. Ch. 5 Implicit Bias Assignment Due

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Week 6 September 26

Client Satisfaction Surveys & Sampling Organizational Assessment Royse et al. Ch. 7 & 8 Rubin and Babbie Chapter 14 (BB) QUIZ #5

Week 7 October 3

Single-System Designs & Measurement Royse et al. Chapter 6 – Single System Research Designs Thyer & Myers Chapter 3 Rubin & Babbie. Ch. 12, ‘Single-Case Evaluation Designs.’(BB) QUIZ #6 – Questions from the readings for Dr. Thyer

Week 8

October 10

Single-System Designs – Continued Review for in class exam Hand out take home portion of the exam

Week 9 October 17

Midterm Exam & Turn in take home exams in class hard copy

Week 10 October 24

Group Research Designs Royse et al. Ch. 9 Thyer and Meyers Chapter 4 QUIZ #7 Meet after class about Research Conference Poster (Extra Credit)

Week 11 October 31

Group Research Designs Cont. Measurement Tools & Strategies for Program Evaluation Royse et al. Ch. 11 Springer, Franklin, & Parrish (2011). “Standardized Assessment Measures and Computer-Assisted Assessment.” Beidas et al. (2015). “Free, brief and validated: Standardized instruments for low resource mental health settings.” Article Critique #1 DUE via Blackboard on October 30th at 11:59 p.m. Guidelines and a rubric will be provided on Blackboard.

Week 12 November 7

Selecting the Best Evaluation Measure for Your Project Pragmatic Issues in Evaluation Royse et al. Ch. 12 & 13 Thyer & Myers. Ch. 2, ‘Selecting and Locating Outcome Measures Useful in the Evaluation of Practice.’(BB) Rubin (1997). “The Family Preservation Evaluation From Hell: Implications for Program Evaluation Fidelity.”(BB) QUIZ #8

Week 13 November 14

Cost-Effectiveness & Cost-Analysis Royse et al. Ch. 10

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QUIZ #9

Week 14 November 21

Data Analysis & Presentation Royse et al. Ch. 14 – From prior edition of the text, on BB Quiz #10

Week 15 November 28

In class portion of the final exam & hand out take home portion of the exams Article Critique #2 DUE via Blackboard on November 27th by 11:59 p.m. All extra credit due by November 27th at 11:59 p.m.

Week 16 December 5

Take home portion of final exam due by 11:59pm via email or hard copy. Don’t forget to do your online course evaluations